{"id":{"repo_id":"cape-town","oai_identifier":"oai:open.uct.ac.za:11427/13699"},"canonical_url":"https://search.dev.ndltd.org/etd/cape-town/oai:open.uct.ac.za:11427/13699","repository":{"repo_id":"cape-town","name":"University of Cape Town","base_url":"https://open.uct.ac.za/oai/request"},"display":{"title":"The impact of the intensity of a contextualised phonics intervention on striving second grade readers","abstract":"This small scale study investigates the impact of the intensity of a 10 week contextualized systematic phonics intervention based on Turner and Bodien’s (2007) methodology on six striving second grade readers. It was specifically concerned to ascertain the impact on reading performance of daily one-to-one intervention for 30 minutes a day compared to a similar twice-weekly intervention, as well as to find out if reading accuracy, comprehension and rate as measured by the Neale Analyis of Reading Ability (Neale, 1997) were affected differently by the intensity of instruction using Turner and Bodien’s (2007) methodology.","abstract_html":"This small scale study investigates the impact of the intensity of a 10 week contextualized systematic phonics intervention based on Turner and Bodien’s (2007) methodology on six striving second grade readers. It was specifically concerned to ascertain the impact on reading performance of daily one-to-one intervention for 30 minutes a day compared to a similar twice-weekly intervention, as well as to find out if reading accuracy, comprehension and rate as measured by the Neale Analyis of Reading Ability (Neale, 1997) were affected differently by the intensity of instruction using Turner and Bodien’s (2007) methodology.","abstract_has_math":false,"creators":["Dunn, Bonita Miriam"],"institution":"School of Education","degree_name":null,"degree_level":null,"degree_discipline":null,"degree_department":null,"school":null,"contributors":[],"advisors":["Verbeek, Clare"],"committee_chairs":[],"committee_members":[],"year":2015,"date_issued":"2015","date_published":"2015","updated_at":"2026-07-22T22:23:05Z","subjects":[],"languages":["eng"],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"http://hdl.handle.net/11427/13699","outbound_label":"Handle","outbound_source":"dc:identifier.uri"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor.advisor","label":"Advisor","values":["Verbeek, Clare"]},{"key":"dc:creator","label":"Author","values":["Dunn, Bonita Miriam"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.accessioned","label":"Dc Date Accessioned","values":["2015-08-10T06:55:47Z"]},{"key":"dc:date.available","label":"Dc Date Available","values":["2015-08-10T06:55:47Z"]},{"key":"dc:date.issued","label":"Date","values":["2015"]},{"key":"dc:publisher.department","label":"Dc Publisher Department","values":["School of Education"]},{"key":"dc:publisher.institution","label":"Dc Publisher Institution","values":["University of Cape Town"]},{"key":"dc:type","label":"Dc Type","values":["Master Thesis"]},{"key":"dc:type.qualificationlevel","label":"Dc Type Qualificationlevel","values":["Masters"]},{"key":"dc:type.qualificationname","label":"Dc Type Qualificationname","values":["MEd"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language.iso","label":"Language (ISO)","values":["eng"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier.uri","label":"Identifier URI","values":["http://hdl.handle.net/11427/13699"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["This small scale study investigates the impact of the intensity of a 10 week contextualized systematic phonics intervention based on Turner and Bodien’s (2007) methodology on six striving second grade readers. It was specifically concerned to ascertain the impact on reading performance of daily one-to-one intervention for 30 minutes a day compared to a similar twice-weekly intervention, as well as to find out if reading accuracy, comprehension and rate as measured by the Neale Analyis of Reading Ability (Neale, 1997) were affected differently by the intensity of instruction using Turner and Bodien’s (2007) methodology."]},{"key":"dc:title","label":"Title","values":["The impact of the intensity of a contextualised phonics intervention on striving second grade readers"]}]}],"canonical_facts":{"dc:contributor.advisor":["Verbeek, Clare"],"dc:creator":["Dunn, Bonita Miriam"],"dc:date.accessioned":["2015-08-10T06:55:47Z"],"dc:date.available":["2015-08-10T06:55:47Z"],"dc:date.issued":["2015"],"dc:description.abstract":["This small scale study investigates the impact of the intensity of a 10 week contextualized systematic phonics intervention based on Turner and Bodien’s (2007) methodology on six striving second grade readers. 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